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1.
教师是教育扶贫的先行者,西部连片特困地区的特殊域情彰显了普惠性民办幼儿园教师队伍建设的独特价值。通过对六盘山M片区7县38所普惠性民办幼儿园的调研,我们发现西部连片特困地区普惠性民办园教师队伍面临先天"营养不良"、专业成长空间被挤压、教师队伍士气低落、"旅客"式流动现象严重等诸多问题。为此,要打破"所有制身份"的体制桎梏,提高普惠性民办园教师获得感;推进普惠性民办园"非营利性"转向,消解教师队伍建设的机制障碍;实施普惠性民办园"质量提升计划",助推教师队伍内涵式成长;引导教师找回迷失的"精神世界",唤醒教师的内在专业发展动能。 相似文献
2.
This paper reports on part of an evaluation of teacher support teams (TSTs) as a special education needs (SEN) support strategy in primary schools. Using a mixture of quantitative and qualitative evaluation methods, it focuses on areas derived from a theoretical framework for understanding schools’ approaches to SENs. TSTs were set up and run in six of the eight schools, with meetings of between 30 and 45 minutes, usually during lunchtime or after school. Most of the referrals were about behaviour problems, though many were about learning difficulties. The support included providing emotional encouragement, specific approaches to managing behaviour, teaching strategies and consulting others. Referring teachers reported that their TST experience led to increased confidence and some improvements in the children, while TST members themselves believed that they had gained much from the TST experience. Overall the study showed the feasibility and benefits of setting up TSTs in primary schools. The findings are discussed in terms of the wider benefits of TSTs and their relevance to special needs policies and the implementation of the SENs code of practice. 相似文献
3.
George Koutsouris Brahm Norwich Taro Fujita Thomas Ralph Anna Adlam Fraser Milton 《Technology, Pedagogy and Education》2017,26(5):587-599
This article presents an evaluation of distance technology used in a novel Lesson Study (LS) approach involving a dispersed LS team for inter-professional purposes. A typical LS model with only school teachers as team members was modified by including university-based lecturers with the school-based teachers, using video-conferencing and online video sharing. The aim was to examine the experiences of using video-conferencing and video transfer technology to support the use of LS procedures to connect team members between schools and university. The meetings from two LS teams (primary and secondary) were recorded and analysed using a discourse analysis framework, and team members were interviewed after the LS cycle. Despite some technical difficulties, the communication between the dispersed members of the teams was largely smooth and successful. Extending LS teams and practice to include non school teachers, using distance-linking technology, can more effectively support teachers, while reducing the practical constraints of bringing other professionals into the LS team. 相似文献
4.
In line with recent developments in inclusive practice in Ireland, children with sensory needs are increasingly educated in mainstream rather than specialist provision. Educational supports are provided by a range of practitioners and include input from the visiting teachers service for children with hearing and visual impairment. This paper reports on findings from the first national review of the service. The review process included desktop research, meetings with a range of key stakeholders as well as a national invitation for written submissions (n = 1372). The findings serve to illustrate the multi-faceted nature of the role of the specialist teachers who work in the service and the range of influences that impact on their work in facilitating inclusive educational practice. To support a holistic analysis of their role, an ecological systems theory is drawn upon as a lens through which to examine the inclusive educational ‘supports’ identified within the review. Mapping the array of educational supports onto an ecological systems theory enables an appreciation of the multiple sources of influence and interconnections in relation to the role. The paper has significance for service providers seeking a theoretical framework that affords potential for comparison of activities across professional roles, settings and contexts. 相似文献
5.
本研究以自行编制的调查问卷和访谈提纲作为研究工具,对捷克奥洛穆茨州的全纳教育支持系统现状进行了调查研究。结果发现:通过实施全纳导向的教育政策,为全纳教育提供必要的支持、规定参与全纳教育教师的任职资格和培训、转变特殊教育学校角色等方面的努力,一个相对系统和健全的全纳教育支持系统已经建立和运转起来了。但是,传统的社会观念、政府经费支持、普通教师的专业成长、对特殊儿童家庭的财政和培训支持以及特殊儿童家长在全纳教育中的参与等问题仍然是捷克奥洛穆茨州全纳教育发展过程中亟需解决的问题。 相似文献
6.
The Individuals with Disabilities Education Improvement Act of 2004 states that individualized education program (IEP) teams are composed of members with distinct identities, roles, expertise, and histories. Although team members must work together to implement educational and related services for learners with special needs, little is known about how these members actually accomplish this throughout the school year. This study examined the practice of members on two elementary IEP teams through analysis of data from a yearlong case study using the communities of practice (CoP) framework. Contrary to idealized conceptualizations of IEP team practice as being equitable and occurring in meetings, the practice of members on both teams was controlled by a few team members and occurred during concise exchanges throughout the day. These findings underscore opportunities for innovating the practice of IEP team members to improve services for students with special needs. 相似文献
7.
Vasilis Strogilos 《International Journal of Inclusive Education》2013,17(12):1241-1258
This paper discusses inclusion in relation to centralised systems, in particular the constraints central control makes upon decisions at school level. The discussion is empowered by an evaluative case study research undertaken to understand the development of inclusion in contexts where flexible teaching and curriculum change are sometimes hard to find. In particular, based on a systems approach, this research describes and evaluates an attempt in a Greek primary school to implement inclusive practices, aiming to analyse the problems and prospects of inclusion in a highly centralised system, entirely controlled by the Ministry of Education. The inclusive practices developed in this school were based on a collaborative teacher model, offering new roles to mainstream teachers. The research data come from a diary, group interviews, classroom and meetings observations, and document analysis. The study reveals several obstacles to inclusion, besides the good practices which promote it. The main argument is that a centralised system favours the integration of students with disabilities more than their inclusion. 相似文献
8.
Adult education is one of the platforms of skills development for the mostly disadvantaged people of South Africa who did not get formal education owing to past segregation and apartheid laws. Recently this sector has implemented inclusive education and is in the process of transforming and changing to achieve inclusion. This interpretative-qualitative case study within participatory action research explored the role of participatory action research as a change strategy to develop inclusive teaching practices and enhance adult student learning in an adult education context. Data were collected through semi-structured interviews, participant observations, documentary analysis, focus group interviews and group interpretative meetings in all four phases, i.e. planning, observation, action and reflection. After the group data analysis with co-researchers during group interpretative meetings and the researcher’s analysis using an interpretative-thematic inductive qualitative data analysis framework, the study found that participatory action research is viable as an educational change strategy, as it enhances collaboration among adult education teachers and improves their ability to be reflective and critical in their practice, which is fundamental in the development of inclusive teaching practices.
相似文献9.
This study examined how global learning teams utilized technology in a virtual collaboration to solve complex problems. The study offers an in-depth explanation of why and how the learning teams used technology to support computer-mediated communication. A model of technology application at different stages of virtual collaborative process is proposed. The model can be used to maximize potential of global teams and facilitate further integration of virtual collaboration into university curricula. Time difference and lack of nonverbal cues were identified as challenges the global teams faced. The benefits of virtual collaboration were the opportunities to: learn how to use technology in a meaningful way; practice using technology to solve problems; and broaden one's perspective by communicating with people from different cultures. 相似文献
10.
In this case study, a co-operative inquiry process was used to facilitate the expansion of inclusive early childhood education
and care practices in a rural community in the Midwest. A university and a community researcher first engaged in interviews
and site visits, during which they learned how a three-member inclusion team of early care and education professionals initiated
changes in practice from self-contained to inclusive special education and therapy. Key practices included responding to families’
priorities, changing roles, and providing integrated services and support for children’s successful transitions into Kindergarten.
The second part of the research consisted of action planning during focus groups and community meetings, which resulted in
social recognition from the school district, technical assistance through state improvement grant funding, and better preschool
options for young children with disabilities.
*We gratefully acknowledge partial funding of this research by the Dean's Office at the University of Wisconsin-Whitewater
and State Improvement Grant funding by the Department of Public Instruction. 相似文献
11.
The Lesson Study for Accessible Science (LSAS) project created middle school teams comprised of both science and special education teachers who engaged in collaborative work to improve instruction in inclusive classrooms. The intervention is based on Lesson Study, a professional development approach that originated in Japan, which supports the systematic examination of practice and student understanding. Using an experimental design, teams of teachers were randomly assigned to the LSAS intervention or to a wait‐list comparison group. The results of this study suggest that science and special educators in the LSAS intervention were able to generate more accommodations for students with learning disabilities, and they increased their ability to set an instructional context and adapt an instructional plan to meet science learning goals for all students in an inclusive classroom. They did not, however, show significant increases in their knowledge of science content or learning disabilities. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1012–1034, 2012 相似文献
12.
Heather Pon-Barry Becky Wai-Ling Packard Audrey St. John 《Computer Science Education》2017,27(1):54-77
A dilemma within computer science departments is developing sustainable ways to expand capacity within introductory computer science courses while remaining committed to inclusive practices. Training near-peer mentors for peer code review is one solution. This paper describes the preparation of near-peer mentors for their role, with a focus on regular, consistent feedback via peer code review and inclusive pedagogy. Introductory computer science students provided consistently high ratings of the peer mentors’ knowledge, approachability, and flexibility, and credited peer mentor meetings for their strengthened self-efficacy and understanding. Peer mentors noted the value of videotaped simulations with reflection, discussions of inclusion, and the cohort’s weekly practicum for improving practice. Adaptations of peer mentoring for different types of institutions are discussed. Computer science educators, with hopes of improving the recruitment and retention of underrepresented groups, can benefit from expanding their peer support infrastructure and improving the quality of peer mentor preparation. 相似文献
13.
This paper summarizes an action research project in five local areas in the south‐west of England which aimed to support parents of children with dyslexic difficulties who were experiencing problems in obtaining appropriate provision in mainstream schools. It was based on the importance of effective parental partnership and quality inclusive practice for children having dyslexic difficulties. A development officer worked over two years in the five participating LEAs that were selected to represent a range of professional practice with a mix of urban and rural populations. As part of the evaluation, the authors also examined longitudinally the educational experiences of a sample of parents. The paper includes a conceptual framework of parental agency in this field in terms of knowledge, identity and parental strategies, and the conditions under which parents escalate their strategies to secure appropriate provision for their children. The support provided by the development officer is analysed in terms of the kinds of support requests received, the kinds of support offered and qualitative evidence of the impact of this support. This research is theorized in terms of current ideas about parent‐partnership and theories about parent–teacher relations in terms of the diversity of parents. It highlights the significance of thinking about inclusive schooling and parent–school relations in terms of the interconnections between general systems for all, for those with special educational needs and those with specific difficulties. The policy and practice implications are interpreted in terms of the importance of a system of extended professionalism, which is inclusive of parents with learning difficulties and disabilities. 相似文献
14.
Helen Connett 《Support for Learning》2020,35(2):178-191
This paper reports an action research study undertaken towards the National Award for Special Educational Needs Coordination (NASENCO) on a university-based course. It follows an earlier evaluative study that identified a tension between teachers’ self-rated high levels of confidence in meeting diverse need and values which did not appear to support inclusive practice. The ‘action’ which was subsequently taken was the collection of further data through lesson observations to assess whether such confidence was reflected in inclusive classroom practice. Planning reviews were also undertaken. Several recognised features of inclusive practice that are known to benefit pupils with special educational needs (SEN) were not observed in all classrooms. The action research study findings identified very specific training needs relating to inclusive classroom practice, the design of individual education plans and the development of a shared school ethos and understanding of inclusive pedagogy. 相似文献
15.
This article investigates adult learning in an action research (AR) project called ‘Play in physiotherapy with children’, conducted in Tromsoe Municipality, Norway, in 2010–2011. The project's objective was to explore how a play-based intervention approach would affect professional collaboration and child development. It was designed as a small-scale project, organized around two children with motor delay and their professional teams of teachers, physiotherapists and special pedagogue in two different kindergartens. It was situated in the kindergartens, and lasted for 16 weeks. The professional participants were invited into a process of action–reflection cycles as co-researchers. Video was a core tool in the design. Treatment sessions with the children were filmed during the action phases, and were the focus of attention in the reflection meetings. The two professional teams evaluated the video-reflection meetings as crucial to their learning and change. The focus in the article is on the learning in the reflection meetings during the AR process. We discuss two aspects of the space of reflection that was created during the project. First, we look into the role of video in reflection, and discuss how this can be understood with the help of concepts from Bourdieu's ‘theory of practice’. Second, we reflect on the role of play and playfulness in reflection and change among grown-ups. To do this, we use perspectives from phenomenological theory on play and playfulness from Buytendijk and Gadamer. We conclude that the use of video-reflection is a potent tool in AR processes. Concepts from Bourdieu's ‘theory of practice’ illuminate why, and also contribute to the understanding of the experienced change. Further, we argue that theory on play can help AR practitioners to understand the mechanisms of engagement and involvement that are crucial in AR processes. 相似文献
16.
Eva Nyström 《Gender and education》2009,21(6):735-751
The aim of the project which forms the basis of this article was to make the science classroom more inclusive by challenging discriminatory practices. Science teachers from two secondary schools in Sweden agreed to be involved in an action research project over one year. Each teacher was to carry out a study concerning their own teaching and regular meetings were held for planning, evaluation and discussion. These meetings were analysed and suggest that science subjects are gendered and female science teachers face more resistance than their male peers, sometimes even being positioned as unprofessional. However, the science discourse is continually negotiable with the analysis showing challenge both to science as a male field and to the content that makes up science. Power relations other than gender are also visible and make patterns more complex. The analysis will offer a conceptual framework for understanding how gender in education is produced and reproduced in practice. 相似文献
17.
It is known that schoolteachers have difficulties supporting students with Social, Emotional and Behavioural Difficulties (SEBD) in inclusive classroom settings. Despite the literature providing strategies for schoolteachers, little is known about strategy use in daily practice to influence the social participation of students with SEBD, and whether different strategies are used for students with different types of SEBD. Accordingly, the aim of this study was twofold: (1) to identify which strategies are suggested by primary schoolteachers as influencing the social participation of students with SEBD in the inclusive classroom; and (2) to investigate whether primary schoolteachers suggest different strategies for students with internalising and externalising behavioural difficulties. Qualitative data were collected through focus group meetings with Dutch primary schoolteachers (N = 41) and analysed with a multi-grounded theory approach. This resulted in a conceptual model demonstrating that the participants not only suggest strategies primarily focused on supporting social participation, but also suggest pre-conditional strategies, despite the differences between internalising and externalising behavioural difficulties in terms of characteristics and needs. The results are discussed in light of further investigation for schoolteacher support to meet the specific academic and social needs of all students, with or without SEBD. 相似文献
18.
Jennifer York‐Barr Jennifer Sommerness Karen Duke Gail Ghere 《International Journal of Inclusive Education》2013,17(2):193-215
Special education teachers are finding themselves in increasingly complex and demanding contexts of practice. Many are considering leaving the field or have already done so. These conditions suggest a decline in the appeal of professional practice as a special education teacher, with potentially deleterious short‐ and long‐term effects on the lives of students with disabilities. Special education teachers identified as highly effective in serving students with low incidence disabilities in inclusive education settings were convened to understand better their realities of practice in inclusive education settings and to identify supports for such practice. Findings support and expand those presented in Bright Futures for Exceptional Learners () a report published by the US Council for Exceptional Children. In addition to corroborating the complexity of practice, the special educators articulated a sophisticated understanding of how their schools and districts function organizationally and politically. This understanding resulted in access to and utilization of a wide array of resources for students. It is posited that the work of special educators in inclusive education settings is appropriately viewed as teacher leadership. Recommendations are offered for engaging local conversations that result in support for special educators in their central role as leaders of inclusive education. 相似文献
19.
Yan Wang Zhiqing Wang Meng Deng Li Cheng Hongxia Wang 《International Journal of Disability, Development & Education》2015,62(6):644-659
Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is even more limited. To address this gap, our study developed and validated a multidimensional classroom support model conducive to teachers’ inclusive education practices. Data were drawn from our large-scale survey with inclusive education teachers in Beijing. Further analyses were conducted to compare different dimensions within the classroom support model. Drawing insights from the results, we provide some recommendations for practice and research. 相似文献
20.
Frank D. Tinari 《College Teaching》2013,61(2):61-67
Abstract An interdisciplinary mentoring program for graduate teaching assistants, the GTA mentoring program, offers the needed support for graduate students in their training as teacher-scholars. Authors outline the vision and structure of the program and highlight student, faculty, and institutional benefits. This program involves regular meetings of small teams consisting of graduate students and a faculty mentor, as well as larger group meetings of all participants. Benefits include the development of personal and professional relationships, an open forum for the discussion of teaching and research issues, increased professional support, and greater confidence in classroom instruction. 相似文献